scholarly journals Exploring the use of dynamic language assessment with deaf children, who use American Sign Language: Two case studies

2014 ◽  
Vol 52 ◽  
pp. 16-30 ◽  
Author(s):  
Wolfgang Mann ◽  
Elizabeth D. Peña ◽  
Gary Morgan
Keyword(s):  
American Sign Language ◽  
Case Studies ◽  
Sign Language ◽  
Language Assessment ◽  
Deaf Children ◽  
American Sign ◽  
Dynamic Language

The Development of American Sign Language–Based Analogical Reasoning in Signing Deaf Children

2019 ◽  
Vol 62 (1) ◽  
pp. 93-105
Author(s):  
Jon Henner ◽  
Rama Novogrodsky ◽  
Catherine Caldwell-Harris ◽  
Robert Hoffmeister
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Analogical Reasoning ◽  
Developmental Trajectory ◽  
Home Language ◽  
Deaf Children ◽  
Chronological Age ◽  
American Sign ◽  
Reasoning Abilities ◽  
Development Of Language

Purpose This article examines whether syntactic and vocabulary abilities in American Sign Language (ASL) facilitate 6 categories of language-based analogical reasoning. Method Data for this study were collected from 267 deaf participants, aged 7;6 (years;months) to 18;5. The data were collected from an ongoing study initially funded by the U.S. Institute of Education Sciences in 2010. The participants were given assessments of ASL vocabulary and syntax knowledge and a task of language-based analogies presented in ASL. The data were analyzed using mixed-effects linear modeling to first see how language-based analogical reasoning developed in deaf children and then to see how ASL knowledge influenced this developmental trajectory. Results Signing deaf children were shown to demonstrate language-based reasoning abilities in ASL consistent with both chronological age and home language environment. Notably, when ASL vocabulary and syntax abilities were statistically taken into account, these were more important in fostering the development of language-based analogical reasoning abilities than were chronological age and home language. We further showed that ASL vocabulary ability and ASL syntactic knowledge made different contributions to different analogical reasoning subconstructs. Conclusions ASL is a viable language that supports the development of language-based analogical reasoning abilities in deaf children.

scholarly journals Neural Language Processing in Adolescent First-Language Learners: Longitudinal Case Studies in American Sign Language

2014 ◽  
Vol 26 (3) ◽  
pp. 1015-1026 ◽  
Author(s):  
Naja Ferjan Ramirez ◽  
Matthew K. Leonard ◽  
Tristan S. Davenport ◽  
Christina Torres ◽  
Eric Halgren ◽  
...  
Keyword(s):  
American Sign Language ◽  
Case Studies ◽  
Sign Language ◽  
Language Learners ◽  
Language Processing ◽  
First Language ◽  
American Sign ◽  
Longitudinal Case Studies

Lending a helping hand: Linguistic input and sign language acquisition in deaf children

1985 ◽  
Vol 6 (4) ◽  
pp. 357-370 ◽  
Author(s):  
Philip M. Prinz ◽  
Louise Masin
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Deaf Children ◽  
Sentence Structure ◽  
American Sign ◽  
Stage Of Development ◽  
Spontaneous Production ◽  
Linguistic Input ◽  
Teachers And Parents ◽  
The One

ABSTRACTThis study examined the effects of adult “recasting” in sign language on the acquisition of specific syntactic-semantic structures by six deaf children between 9 and 76 months who were primarily at the one-sign utterance stage of development. In “recast” replies in conversation, the child's utterance is redisplayed in an altered sentence structure that still refers to the central meanings of the first sentence. Syntactic-semantic structures targeted for input intervention by teachers and parents using recasts included subject–verb relations, attribution, negation, subject–verb–object relations, conjunction, and conditionality. Recasting triggered the acquisition of new syntactic-semantic structures in American Sign Language and English which were evident in the spontaneous production of previously non-used sign utterances.

CopyCat: An American Sign Language game for deaf children

2011 ◽  
Author(s):  
Zahoor Zafrulla ◽  
Helene Brashear ◽  
Peter Presti ◽  
Harley Hamilton ◽  
Thad Starner
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Language Game ◽  
Deaf Children ◽  
American Sign

Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children

2020 ◽  
Vol 26 (1) ◽  
pp. 159-169
Author(s):  
Peter K Crume ◽  
Amy Lederberg ◽  
Brenda Schick
Keyword(s):  
Bilingual Education ◽  
American Sign Language ◽  
Sign Language ◽  
Sixth Grade ◽  
Deaf Children ◽  
American Sign ◽  
Education Programs ◽  
Language Abilities ◽  
Language Of Instruction ◽  
Significant Difference

Abstract Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful bridge to reading English. In the present study, we tested 32 deaf children between third and sixth grade to assess their capacity to use ASL or English-like signing in nine different languages and reading tasks. Our results found that there was no significant difference in the deaf children’s ability to comprehend narratives in ASL compared to when they are told in English-like signing. Additionally, language abilities in ASL and English-like signing were strongly related to each other and to reading. Reading was also strongly related to fingerspelling. Our results suggest that there may be a role in literacy instruction for English-like signing as a supplement to ASL in deaf bilingual schools.

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